Key performance indicators

This rate shows the proportion of the state’s estimated resident population of 15, 16 and 17 year olds who are participating in some form of education.

These ages align to Years 10, 11 and 12. The rate includes young people of these ages who either:

• were enrolled in public or non‑government schools at the Semester 2 student census
• attended vocational education and training during the year
• attended university during the year.

To ensure students are only counted once, students attending both school and vocational education and training are only counted in the school data.

Participation rates for 2018 to 2022 are in Table 19 with rates by gender in Appendix 3.

The target in the 2022–23 Budget Papers was based on the higher of the preliminary actual for 2020 and the estimated actual for 2021, rounded up to the next integer, using the latest available data at the time of the 2022–23 State Budget.

The participation rate in 2022 was affected by changes in net interstate and overseas migration, and movement of students between full‑time school and alternatives such as employment.

Table 19: Participation rate (%) of persons aged 15 to 17 years engaged in some form of education 2018 to 2022^(a)(b)(c)

_{(a) Based on Australian Bureau of Statistics preliminary estimates of resident population (age at 30 June) and data collected from public and non-government schools (Semester 2 student census, age at 1 July), universities (age at 30 June), and vocational education and training (VET) providers (age at 30 June).
(b) University enrolment data for 2022 is an estimate based on 2021 university enrolment data and an annual compound growth factor calculated from university enrolment data across the previous 4 years.
(c) Revised figures for 2018 to 2021 due to updated data for 2021 university enrolments and estimates of resident population in 2018 to 2021. Figures published in our 2021–22 annual report were 2018: 97.7%, 2019: 97.0%, 2020: 96.1%, and 2021: 95.5%.
Source: System and School Performance, using data from the Australian Bureau of Statistics, Department of Training and Workforce Development and the Australian Government Department of Education}

The extent to which students continue to participate in public school education is indicated by the apparent secondary retention rate. From 2020, this is the number of full‑time students in Year 12 expressed as a percentage of the number of full‑time students who enrolled in Year 7 five years earlier. Prior to 2020, the retention rate was based on the number of full‑time students who enrolled in Year 8 four years earlier (the start of secondary school at that time). Retention rates for 2018 to 2022 are in Table 20 with rates by subgroup in Appendix 3.

The target in the 2022–23 Budget Papers was based on the higher of the 2 most recent years’ performance at that time (2020 and 2021 Year 7 to Year 12), rounded up to the next integer.

The apparent retention rate in 2022 was affected by changes in net interstate and overseas migration; movement of students between school sectors, and between full‑time school and alternatives such as training or employment.

Table 20: Apparent secondary retention rate (%) of public school students 2018 to 2022^(a)(b)(c)

_{(a) Excludes Canning College and Tuart College students, part‑time and international students, and mature‑aged students at senior campuses.
(b) Calculated using the number of students in the Semester 2 student census.
(c) Prior to 2020, the apparent retention rate was from Year 8 to Year 12. From 2020, the apparent retention rate is from Year 7 to Year 12. This change is because the 2020 Year 12 cohort was the first cohort to commence secondary school in Year 7.
Source: System and School Performance}

To achieve the Western Australian Certificate of Education (WACE) qualification, students must meet criteria established by the School Curriculum and Standards Authority. For 2022, students had to:

• demonstrate the Authority’s minimum standards of literacy and numeracy
• complete at least 20 units (or equivalent) that met the breadth and depth of study requirements
• complete one of the following:
  • at least 4 Year 12 Australian Tertiary Admission Rank (ATAR) courses
  • at least 5 Year 12 General courses (or a combination of General and up to 3 Year 12 ATAR courses) or equivalent
  • a certificate II (or higher) vocational education and training (VET) qualification in combination with ATAR, General or Foundation courses
• achieve a grade of C or better in 14 course units (or equivalent) of which at least 6 must be completed in Year 12.

The WACE achievement rate shows the percentage of Year 12 students enrolled in a public school in Semester 2 who achieved the WACE qualification that same year. The rates for 2018 to 2022 are in Table 21 with further breakdowns in Appendix 3.

The target in the 2022–23 Budget Papers was based on the higher of the 2 most recent years’ performance at that time (2020 and 2021), rounded up to the next integer.

Table 21: WACE achievement rate (%) of Year 12 public school students 2018 to 2022^(a)(b)

_{(a) Year 12 full‑time students in the Semester 2 student census.
(b) Year 12 WACE achievement data from the School Curriculum and Standards Authority and taken at a point in time. Data may be updated after this time for a variety of reasons such as students successfully appealing their results.
(c) A few registered training organisations did not complete VET certification for some public school students in time to be included in the 2018 data. This may have affected the data reported for 2018.
Source: System and School Performance}

The National Assessment Program – Literacy and Numeracy (NAPLAN) is conducted annually across all states and territories by the Australian Curriculum, Assessment and Reporting Authority.

Full cohorts of Year 3, 5, 7 and 9 students across the country undertook common tests in May up to and including 2022, and in March from 2023.

This program provides valuable information for parents on their children’s achievements as well as useful information at the school level and Australia‑wide. The national and state/territory results are reported in the national NAPLAN report.

The key performance indicators for reading and numeracy are defined as the proportion of public school students in Years 3, 5, 7 and 9 achieving proficiency standards in NAPLAN Reading and Numeracy.

We set the proficiency standards in 2018–19 based on provisional work conducted nationally. They represent challenging but reasonable reading and numeracy achievement expectations for a typical student in Years 3, 5, 7 or 9. Proficiency indicates students are on track to meet the curriculum expectations for the year level and assessment area. Proficiency standards are more challenging to achieve than national minimum standards and we consider them to be better indicators of the quality of students’ reading and numeracy skills.

The 2020 NAPLAN assessments were cancelled nationally due to COVID‑19. The target in the 2022–23 Budget Papers was based on the 2021 performance, rounded up to the next integer.

Results for WA public school students for 2018 to 2022 are in Table 22. Further results are summarised in Appendix 2.

Refer to our website for WA NAPLAN public school performance reports.

Table 22: Percentage of Western Australian public school Year 3, 5, 7 and 9 students achieving proficiency standards in NAPLAN Reading and Numeracy, 2018 to 2022^(a)

_{(a) 2020 NAPLAN assessments were cancelled due to COVID‑19.
Source: System and School Performance}